Teachers of hearing impaired students can be helped to write scripts for computer software. Questionnaires help establish the subject area, target population, computer application, and program goal. Then activities are designed, variables are considered, and feedback is detailed. Teacher involvement will allow the greater effectiveness in computer…

Argues that computer software designed for use in content areas also can be useful for reading instruction. (FL)

Surveys computer use and the changing role of teachers in the development of computer applications by looking at manuscripts published in "Teaching of Psychology" from 1974 to 1988. Notes that although more teachers are developing software, many teachers do not have the time required for such development. (KO)

Outlines the basics one must know in order to incorporate the microcomputer into the classroom. Discusses introducing students to the microcomputer for writing, evaluating students, expanding one's knowledge, and sample lesson plans. (EL)

Options for special educators in creating computer assisted instruction for handicapped learners are examined, including machine code (such as BASIC), authoring languages, authoring systems, and commercially available shell programs. Examples of each are cited. (CL)

Describes a project in which middle school teachers turned over keyboarding instruction to a computer assisted instruction (CAI) program which enabled them to focus their efforts during the CAI on teaching higher-level thinking skills. The thinking skills developed include student analysis of learning, goal setting, self-motivation, and peer…

The article describes typical kinds of writing problems found in fourth grade learning disabled students and discusses ways in which the computer makes the child's planning and composing problems more accessible to teacher help. Similarly, pitfalls of such accessibility are also cited. (CL)

Recommends viewing the computer as a tool and addresses several questions educators need to ask about the use of computers in the classroom, including how they should be used, the number of machines needed, and how much work should actually be done at the computers. (FL)

Outlines a nine-step planning model for teachers to follow in order to introduce computer-based education activities in their classrooms. (MP)

Observes that preparing and searching a database will help students analyze, synthesize, and evaluate data, but stresses the need to distinguish between teaching how to process information and how to think. Sees the database as a tool in teaching social studies but maintains that the primary goal is to teach thinking skills. (CH)

Presents ideas to help teachers make one-computer classrooms work. Suggestions include making sure the teacher masters the computer, managing computer time, using keyboarding strategies (such as photocopied keyboards for practice), and using time-saving techniques (e.g., previewing programs, pooling resources, and treating computers with care).…

The author cites the arrival of the information age and considers its implications for special education. He suggests that special educators must build their information management skills. Four specific applications of microcomputers in special education are addressed: tool applications (in which students use microcomputer technology as personal…

There are five distinct but interrelated considerations for effective use of drill and practice software with slow and special needs students: (1) the purposes of drill and practice, (2) game formats, (3) microcomputer feedback and monitoring, (4) microcomputer use time and scheduling, and (5) teacher monitoring. (Author/DB)

Offers an overview of the use of instructional technologies in elementary and secondary education, summarizing study findings showing the widespread use of various methods. Stresses the teacher's role in using technology effectively. Presents examples of innovative models currently in use. (DMM)

Offers explanations of various uses of computers with children, placing appropriate applications into a developmental framework. (MP)